@article{Tenorio_2018, title={Assessment Practices in Mathematics at the College of Education, Arts, & Sciences of Capiz State}, volume={6}, url={https://jurnal.unai.edu/index.php/isc/article/view/1294}, DOI={10.35974/isc.v6i1.1294}, abstractNote={<p>This study explored the assessment practices of mathematics teachers in the College <br>of Education, Arts, and Sciences of Capiz State University. Using qualitative<br>descriptive research, a population of six mathematics teachers and eight<br>purposively selected BSEd mathematics major students were covered in the study.<br>Open-ended questionnaire was utilized and documentary analysis was done to<br>obtain the needed data. The data gathered were analyzed using the General<br>Inductive Approach to draw significant views of the participants relevant to the<br>research objectives. Results show that teacher-participants use a combination of<br>traditional and authentic assessments in their mathematics class; the former for<br>pedagogic functions, while the latter for enhancing instruction, summarizing<br>learning, and testing students’ ability to apply the concepts learned in real-life<br>context. Traditional and authentic assessments have their own strengths and<br>limitations as perceived by the participants. Issues and concerns surrounding both<br>methods of assessments are related to the preparation, implementation, evaluation,<br>and communication of results. An assessment program that captures students’<br>thought processes and enhances mathematics learning not tapped by written exams<br>is proposed. Further, diagnosing individual learner to determine the kind of<br>intelligence they possess as well as their varying backgrounds is recommended for<br>a more improved and informed assessment practice in mathematics class. </p>}, number={1}, journal={Abstract Proceedings International Scholars Conference}, author={Tenorio, Alvin}, year={2018}, month={Oct.}, pages={296} }